EDTC 5010 Chapter 2

1. How do I plan an integrated lesson that will work with my students?

To plan an integrated lesson it is best to follow the ten steps of the "NTeQ model"(Morrison & Lowther, 2010).  The first step in this process is to state the objectives which should cover the entire instruction for that lesson.  The next step is to pair the objectives with appropriate computer functions.  Then you must identify the problem that students will be working on throughout the instruction.  The problem should be relatable to the students real world so they may connect and "relate to them in a meaningful manner"(Morrison & Lowther, 2010).  Next determine how the students will gather the needed data and what data will be given to them to solve the problem.  Plan on how much help the students will receive in collecting this data.  Then decide what the students will do before their computer usage as well as what they will be using on the computer and how they will be producing their work to display their knowledge of the of the content material and the solving of the problem.  Students will then need to interpret their computer work so they may explain the results through the desired medium.  Students will also need support activities (that do not involve a computer) that are related to the lesson and material that they can complete anytime throughout the lesson.  Lastly, decide on a meaningful and appropriate assessment for the lesson.  Following these steps to create an integrated lesson will surely help to create a student-centered learning environment that will facilitate the learning and understanding of the desired concepts and materials.

2.  Why do I need objectives to help with my panning and lesson development?

Objectives are needed for lesson plans to outline the content covered, materials needed, and the environment the lesson will be conducted in.   "They provide students with information about what they are going to be learning while giving them an indication of how their learning will be measured" (Kelly, 2011).  Specifying good objectives is vital to the creation of the rest of a well designed integrated lesson plan.

3.  How can I encourage my students to engage in the processing of information?

It is best to lead my example and the teacher should have a complete understanding of the curriculum.  New material should be taught in small chunks that take no longer than ten minutes so students can maintain their focus and digest the information.  Most importantly, "to engage students, the teacher must do more than lecture. While teaching the concepts and skills, the teacher must help students draw on their own experiences to build a "scaffold" on which they can "hang" new ideas. When students are actively engaged, they focus on what is being taught and better process new information"(Lorain).  Lessons should also include processing activities.  " A processing activity is an activity that causes students to pose questions, manipulate information, and relate the new learning to what they already know. Such engagements reinforce the learning and help move the learning to the long-term memory banks" (Lorain).  Teaching students in a way that they do remember material long term is truly educating a student.

 

4. Do I have to use a different lesson plan when I want my students to use computers?

Old lesson plans from the past that did not incorporate computers can easily be adapted to include them.  In fact, " it will not take as long to adapt an existing lesson plan to an integrated computer unit as it does to design such a plan from scratch" ( Morrison & Lowther, 2010).  Once these lesson plans are adapted to an integrated lesson, they may later be tweaked and modified accordingly year after year to remain relevant to the students as well as the technology. 

5.  What is the relationship between objectives and computer functions?

The objectives of an integrated lesson must match at least one or more computer functions.  "Computer functions are tasks that computer software can assist with or perform" (Morrison & Lowther, 2010).  It is imperative to choose appropriate computer functions that will easily help the completion of the stated objectives.  Some objectives may utilize the combination of several different computer functions.  

6.  Can you use a computer for every objective or lesson?

If you truly wanted to use a computer for every objective or lesson, you could certainly find a way but it is not always necessary for every single lesson.  It is however important that technology be integrated into the majority of the objectives and lessons to foster open-ended and student-centered learning environments that will challenge them and prepare them for the digital world.  It is more important to make sure that when a computer is used for a lesson, the computer functions are used and matched appropriately so the understanding of the curriculum may occur.  


Bibliography:

1.   Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

 

2.  Kelly, M. (2011, 11 29). The importance of learning objectives. Retrieved from http://712educators.about.com/b/2011/11/29/the-importance-of-learning-objectives.htm

 

3.  Lorain, P. (n.d.). Teaching tha emphazizes active engagement. Retrieved from http://www.nea.org/tools/16708.htm